Reference no: EM133499798

Problem

My Overview from Clinical C:

In the context of this situation, we have determined that three students (Student A, Student B, and Student C) are struggling with literacy in a variety of ELA-related subject areas in the same way. The first thing that needed to be done was to observe and make a note of the precise areas in which each student is having difficulty. These domains consist of organization, attention, executive functioning, language comprehension, decoding skills, writing skills, speaking, and listening abilities, and speaking and listening skills. The following phase, which comes after recording the observational notes, is to collaborate with a mentor to establish research-based intervention and remediation techniques to address the kids' literacy difficulties. The objective is to improve the talents they already possess in these areas. For the intervention technique, we decided to have students utilize graphic organizers whenever they were engaged in either reading or writing tasks. As part of the exercise, students will learn how to make use of graphic organizers to graphically portray information, arrange their thoughts in a logical progression, and prepare their written work. The difficulties that the students have with organizing and sequencing are addressed by this approach. Research has shown that using graphic organizers may improve a person's abilities in comprehension, organization, and critical thinking, which lends credence to the argument that behind this intervention technique. In terms of the remedial technique, we decided to take a methodical and organized approach to teaching phonics and word recognition abilities, as well as providing students with many opportunities for practice in these areas. The students' struggles with decoding abilities are the focus of this tactic, which seeks to remedy such issues. As part of the exercise, participants will practice their decoding abilities via the use of multisensory activities, such as phonics games and manipulatives. Instruction that is both systematic and clear in its use of phonics has been shown to be successful via research, especially for kids who struggle with decoding. Phonics knowledge may be better acquired and remembered when students participate in activities that utilize a variety of senses and modalities. We have supplied references to scientific resources that confirm the logic for the selection of each technique to back up our claims about these tactics. Studies on graphic organizers, explicit phonics teaching, and the effect of multimodal activities on learning are some of the topics covered in these sources. These intervention and remediation techniques have as their overarching objective to give focused help to the children who have been identified as needing it, with the aim of resolving the literacy issues those students have and fostering their overall literacy development.

Label each heading make sure to have feedback notes first and then have the word reflection separate.

Part I: Applying Intervention and Remediation Strategies

With the students you identified previously, implement the literacy intervention and remediation activities you designed in "Clinical Field Experience C: Research-Based Intervention and Remediation Strategies." You should meet with the students at least twice, once to conduct the intervention activity and again to conduct the remediation activity with them so they can improve in the skills deficit areas.

Part II: Mentor Debriefing

After each of the two sessions in which you implement the intervention and remediation activities, meet with your mentor to discuss and take notes about the following. You will submit a copy of your feedback notes.

Question 1. Obtain feedback on the effectiveness of your implementation of the literacy intervention and remediation activities.

Question 2. Discuss the students' responses to the activities and what was effective in helping students practice their literacy skills.

Question 3. Identify potential areas for change or improvement in the literacy intervention and remediation activities based on the student response and outcomes.

Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.

In a 250-500 word reflection, addressing the following:

Question 1. Describe the results of implementing the literacy intervention and remediation activities with the students.

Question 2. Reflect on your execution of the literacy intervention and remediation activities and their effectiveness. Include a discussion of both successes and challenges as well as changes you would make if implementing the activities again.